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Research in Music Education IMUSC 5341 Tarleton State UniversityInstructor: Dr. Vicky V. Johnson email@example.com 254/968-9238 (Office)
Tarleton State University
Instructor: Dr. Vicky V. Johnson
Course Outline
Syllabus Links Tech Help Assignments Discussions Course Readings Writing APA
Week #
Week Dates
All are Mon-Sun
Topic for Study
@ Midnight
Introduction to Research
Discussion 1
Roger Bacon
Post: Fri Jan 16
Resp.: Sun Jan 18
Assignment 1
Assignment Worksheet
Discussion 2
How can research benefit you?
Post: Fri Jan 23
Resp.: Sun Jan 25
Assignment 2
Scholarly Writing
APA Style and Formatting
How to Find Stuff
Discussion 3
Resource Links
Post: Fri Jan 30
Resp.: Sun Feb 1
Assignment 3
Assignment on Course Readings
Research Topic
Types of Research
Discussion 4
Research topics
Post: Fri Feb 6
Resp.: Sun Feb 8
Assignment 4
Research Types
Parts of a Research Paper
Discussion 5
Research plan critiques
Post: Fri Feb 13
Resp.: Sun Feb 15
Assignment 5
Literature Review
Research Proposal Draft
Discussion 6
Post: Fri Feb 20
Resp.: Sun Feb 22
Assignment 6
Revise Research Proposal
Discussion 7
Research Proposal Critiques
Post: Fri Feb 27
Resp.: Sun Mar 1
Assignment 7
Glossary of Research Terminology
Final Research Proposal
Discussion 8
Course Reflections
Post: Fri Mar 6
Resp.: Sun Mar 8
Assignment 8
Week 1
Greetings online students!
Welcome to Research in Music Education I
Please follow the link to review the Syllabus which contains grading and policy information. Let me know if you have any questions. Unless they refer to personal matters or grading issues, a good place to ask questions is the "Ask Dr. J" section in the Discussion forum in Blackboard.
Please read these instructions about the Discussions
On this Course Outline page, you will find links to the lectures for each week, as well as any general announcements to the class. The animated bullets to the right will designate "action" items, so be sure you accomplish these each week. There is an overview calendar at the top of this page for quick reference.
Be aware that this is an organic document. It WILL change. You are responsible for what is on this page, not a hard copy that you printed off in the first week of the course.
If you come across mistakes in the web pages in this course or dead links, I would appreciate it if you would let me know!
Now, click in to the first lecture, and let's get started!
Lecture: Introduction to Music Research
If you have any questions, remember to use the 'Ask Dr. J' forum under 'Discussions.' Others probably have the same questions you do. However, if you don't receive a response within 24 hours, or if you need a quicker answer, feel free to email me directly at email@example.com
Blackboard/Computer configuration
In order to bring a little bit of "face-to-face" into our class experience, attach a photo of yourself inside Blackboard:
Click on your name on the top right of the page
Click Settings, Personal Information, Personalize My Settings, Use custom avatar image
Browse your computer to choose a photo and attach the file. (Although it may express your personality to choose a cartoon character or a picture of your dog, please choose a photo of yourself. OK, the dog can be in the photo, too.)
Disregard these instructions if you are in the Witness Protection Program.
Bellman, Chapter 6, "Research in Music," pp. 92-115.
See the Syllabus for information about the textbook and other required materials.
Assignment 1:
Complete the Assignment 1 Worksheet after you have completed the assigned reading.
Be sure to answer the questions in detail using complete sentences and other correct writing practices.
Submit your paper in Word document form as an attachment in the Assignment tab in Blackboard. Name the file Assignment1_YourName (substituting your name, of course ;-) and submit by the deadline on Sunday at midnight.
Discussion 1:
After reading Lecture 1, relate an example for each of Roger Bacon's "4 Chief Obstacles to the Truth." I have provided one example for each in the lecture notes. Try to be as specific as possible, with a personal example or one you have observed. (Note: don't use the examples I have given you in the lecture; use your own. Also, try to use a different example than those that have already been posted). Your original discussion post should completely answer the question; provide 4 examples. For your responses, analyze your peers' examples for accurate categorization and offer additional comments.
See the rubric in the Discussion section for point values. The sooner you post your original answer, the more points you get. The deadline for all responses is Sunday at midnight.
Please review all instructions about the Discussions before posting.
Week 2
Keep in mind these memorable quotes from your reading:
"One of the most basic rules of writing is that an author never make statements he or she is not prepared to defend." (p. 4)
"Readers have a right to believe that what they are reading is based on more than the author's opinion, even when it is clearly an opinion piece." (p. 17)
"Those authors "who merely vent unfounded opinions and gut feelings (in essence, running off at the pen) are wasting the reader's time." (p. 17)
"never make the reader doubt your ability." (p. 18)
"Make it concise, make it elegant, make it compelling." (p. 20)
"The primary requirements for writing about music are clear listening and thinking, knowledge of one's audience, and an awareness of one's own limitations." (p. 39)
Lecture: Writing
Bellman, Chapter 1, "Writing about Music," pp. 1-20.
Bellman, Chapter 2, "Writing about Music by, and for, Those Who Cannot (Necessarily) Read It," pp. 21-39.
Bellman, Chapter 4, "Three Kinds of Practical Writing," pp. 56-71.
Assignment 2:
A. Scholarly writing: Choose any topic related to music education and write one page (seriously, ONLY one page) in what you consider to be a scholarly writing style. You will have to be direct and concise in order to address your topic in one page. Identify your topic immediately and don't waste space using long phrases and flowery language. Sometimes it is difficult to be concise. You must leave out all unnecessary words and filler phrases.
Woodrow Wilson was once asked how long it took him to prepare his speeches. He said: "It depends. If I am to speak ten minutes, I need a week for preparation; if fifteen minutes, three days; if half an hour, two days; if an hour, I am ready now."
Use one inch margins, 12-point Times New Roman font, and double spaced. Other than that, I will not be particularly picky about formatting.
That begins next week!!
B. Note the "Heads up" to your left. Start that assignment now to turn in later.
Discussion 2:
You are all music teachers or plan to be music teachers. How can learning to read research and learning to do research be of benefit to you in your music education career? I encourage you to go beyond your "off the cuff" answers by doing some research! See what's out there on this topic and synthesize that with your own experiences and expertise to answer the question. Give some examples of research you have read and/or used. Support your answers and conclusions to receive maximum points.
Week 3
Lecture: APA Style and Formatting
Assignment Grading and Feedback
Lecture: How to Find Stuff
Music Research Journals
For next week, be thinking about choosing a research topic.
How do I write everything I need to say in such a short paper??
Bellman, Chapter 8, "Style," pp. 135-160 APA Manual, pp. 87-114
A. From the course readings below (at the bottom of this page), choose 2 articles that interest you. Read them carefully and write one page on each one that addresses these questions:
1. What were the basic findings?
2. Why is this type of research of interest?
3. How can the findings of the study benefit music education?
Use this Assignment Template to get you started. This is formatted in APA style, but without an abstract or other sections that will not be necessary until later. Give your paper a title like "A Review of Two Articles" so that your running head can be the same throughout.
I challenge you in this assignment NOT to use the words 'I' or 'my' in your writing. Try to be as objective as possible in your assessment of each article.
In addition to the APA lecture this week, review the Writing lecture from last week for guidelines on academic writing.
Submit your paper in Word document form. Name the file Assignment3_YourName and submit by the deadline on Sunday at midnight. Do not submit as two separate documents, but as one Word document. It is not necessary to have two separate cover sheets, etc. Including your cover sheet, you should have only 3 pages total.
B. After reading the APA lecture, play the following games:
error detection exercise about APA formatting.APA Psych Out (play at least 4 times)APA Citation Game (all of the APA links in the Citation Game Index, but not the MLA ones)
error detection exercise about APA formatting.
APA Psych Out (play at least 4 times)
APA Citation Game (all of the APA links in the Citation Game Index, but not the MLA ones)
This part of the assignment will not be graded, but you are responsible for the information learned in the exercises.
Discussion 3:
Everyone is pretty tech-savvy these days. I'm sure you have bookmarked some great resources on the internet that would be of interest to your fellow classmates. List 5 web pages or sites that could be useful in a research endeavor. They might include sources of data, instructions or how-tos regarding research, link lists, information on music education topics, or any page that would be a worthy bookmark for this course. For each link, give the URL, a brief description of the site/page, and why it would be useful in carrying on music education research.
Week 4
From this point forward, be sure to format everything in APA Style. Refer to your APA Style manual for all of those devilish details! Note: If you have trouble finding any of the course readings, post your question in the Ask Dr. J forum. For these questions, I'm going to ask your classmates to give you some assistance, so if you can offer some help, please do so. Don't post a direct URL link to help others, but offer directions on how to find the source (or where you found it) if others need assistance. Lecture: Research Topic .For examples on focused topics, go to the TSU Library page: www.tarleton.edu/libraryIn the Discovery @ Tarleton blank, type in a search word that is of interest to you.Look through the list of articles that have been written about that topic. Notice how specific the titles are! Lecture: Types of research Which type of research would your project be?
From this point forward, be sure to format everything in APA Style.
Refer to your APA Style manual for all of those devilish details!
Lecture: Research Topic
For examples on focused topics, go to the TSU Library page: www.tarleton.edu/library
In the Discovery @ Tarleton blank, type in a search word that is of interest to you.
Look through the list of articles that have been written about that topic.
Notice how specific the titles are!
Lecture: Types of research
Which type of research would your project be?
From the list under Course Reading, choose 5 articles, use the library databases to locate them, and read them.
Assignment 4:
A. From this week's reading assignment above, identify the type of research employed in each of the 5 articles. Write a paragraph on each article explaining your choice. Refer to your Phillips text for detailed discussions and information on each of the research types. Use the Assignment Template for your paper.
Submit your paper in Word document form. Name the file Assignment4_YourName and submit by the deadline on Sunday at midnight.
Discussion 4:
After reading the lecture for this week, come up with two research topics that you are interested in exploring. For each research topic, devise a research question and explain your rationale. Follow the guidelines included in this week's lecture. Post this information in the discussion forum. You should respond to your classmates by helping them refine their research questions and to choose which one would work best in a research project.
Remember that your topic should be very specific, so narrow your focus. Your research question should also be one that can be measured and/or tested. Go back and re-read the lecture on Research Topic to test your ideas before submitting them.
Note: Now is the time to begin searching for sources on your research topics (research that has already been done on the subject). Review How to Find Stuff for assistance. This is the best way to be informed and to be able to focus your research question. Also, your assignment next week will be a literature review, so be sure to begin an Annotated Bibliography for your own use.
Week 5
Reread "The Author's Opinion: Clarity and Restraint" beginning on p. 17 of your text
Lecture: Parts of a Research Paper
APA Manual: Chapter 6 (p. 169-189)
Phillips: Chapter 3 "Reading Research" (pp. 30-45)
Write an introduction to your paper and a literature review of at least 6 articles based on your research topic (2000 words). Do not use the articles from last week unless they are integral to your topic. Six is the minimum, but you should use all that inform your topic. Use the "Discovery @ Tarleton" search box from the Tarleton library page (www.tarleton.edu/library), using key words for a good place to begin. Refer to the "Literature Review" section of this weeks' lecture for additional information on how to write a literature review.
Use this Research Proposal Template. This is the template for you to use for your final research proposal, but for this assignment, you can just delete any unnecessary portions. However, don't use "Literature Review" as your running head or title. Use the title of your paper.
Before submitting this assignment, I will also be asking you to submit your papers through Turnitin. Although I believe all of you to be persons of integrity, checking your writing this way helps you to know what text you may be using that should be cited.
Turnitin Instructions
After reviewing the Turnitin report, submit your paper in Word document form. Name the file Assignment5_YourName and submit by the deadline on Sunday at midnight.
Discussion 5:
Choose one of your two research topics from last week. Give your research project a title. Post your refined research question and rationale (hopefully, you received some feedback from last week's discussion). Tell which type of research your topic would require and why. Explain briefly your method of data collection. In responding to others' posts, critique by using your knowledge of different research types and what is required of each type to answer the research question. Read this information about Critiques before posting. Remember that only useful responses will receive credit. "That's a great topic . . . " posts, although encouraging, will not be counted towards your grade.
Week 6
No lecture this week.
Depending upon your specific research type,
refer to your Phillips text for guidelines in constructing your research proposal.
As you read, continue constructing your Glossary of Research Terminology,
which you will turn in next week as Assignment 7
Research proposal first draft (3000 words)
Use this Research Proposal Template.
Note: 'First draft' does not imply that it should be incomplete or lack proper formatting. It just means that you will have one more opportunity to revise before receiving a final grade. Be aware that you may need to add more references to your literature review if you did the minimum required for Assignment #5.
Before submitting this assignment, please submit your papers through Turnitin once more.
After reviewing the Turnitin report, submit your paper by the deadline on Sunday at midnight. I will read through your papers and give some general feedback. However, I will not give you a grade on your proposal until you submit the revised version at the end of Week 8.
Discussion 6:
Post your literature review in the discussion forum. Your grade this week will be based upon your Critiques of your classmates' lit reviews. Choose at least three (this is the minimum for your grade, but more feedback is welcome and appreciated) to critique. The best suggestions are those that actually cause your classmates to change something! Please do not just find one or two small edits and call it a day! Do a thorough critique.
Week 7
Revise your research proposal
Be sure to revisit this link:
Final Draft Checklist and Where I Spend Most of My Red Ink
Note: The final proposal is due on Friday of next week, not Sunday.
I cannot give any extensions as grades must be submitted on Monday.
No reading assignment
Assignment 7:
A. Revise your research proposal
Based upon your classmates' critiques in the discussion forum this week, make revisions to your research proposal. You will not turn in the revised version until next week. Your Assignment 7 grade will be from your Glossary (below).
B. Turn in your Glossary of Research Terminology (see Week 2). Submit your paper in Word document form. Name the file Assignment7_YourName and submit by the deadline on Sunday at midnight.
Discussion 7:
Post your research proposal to the discussion forum. Your discussion grade this week will be based upon your Critiques of your classmates' proposals. Choose at least three (this is the minimum for your grade, but more feedback is welcome and appreciated) to critique. Choose different classmates to critique than in Discussion 6 if you can. Find necessary revisions and give advice to your classmates that will help them improve their proposals.
Week 8
No lecture or reading this week.
Please take the time to review the lecture below to ensure that you have
met the requirements for your final paper.
Research Proposal
Final project due Friday at midnight
Assignment 8:
Turn in your final research proposal
Submit your paper in Word document form. Name the file ResearchProposal_YourName and submit by the deadline on Friday at midnight.
Discussion 8:
Please take this opportunity to share with me and your classmates your reflections regarding this semesters' coursework, the master's program in general, and anything we can do to improve your learning experience as you continue in the program.
This discussion will not be graded, but your participation will be of value to the faculty to continue to improve our program. Thank you for your feedback!
Blackboard/Computer Configuration
Be sure and configure your computer BEFORE you need to submit an assignment. If you have trouble submitting, call tech support.
For tech problems and questions, go to Tech Help or call 254/968-1960. Toll free number is 1-866-744-8900 (Option 3).
Your student fees pay for this service, so CALL THEM! Post the number by your computer and utilize these experts. They can remote into your computer if need be. Don't be frustrated. Call them.
Available hours:
Assignment Submission
Submit assignments as specified in the Course Outline. Sometimes assignments will be requested as Word documents (to be uploaded as attachments) and other times to be submitted directly into the submission blank. Do not try to submit any document without saving it first. Be sure and save it to a folder where you can retrieve it later. Sometimes resubmissions are necessary.
Save the document as Assignment1_YourName.doc (substituting the correct week and correct assignment number and using your own name :-)
Use a heading at the top of the page of every assignment which includes your name and the assignment number.
Occasionally your assignments may be returned to you for a redo or for revisions. Make your corrections and resubmit through the Assignment section as before.
Research Proposal Rubric
4A-level qualities(90–100)
3B-level qualities(80–89)
2C-level qualities(70–79)
1F-level qualities(below 70)
Builds very effectively on assignments completed during the modules of the course; makes good use of mentor and classmate feedback for an improved product
Builds adequately on assignments completed during the modules of the course; generally makes good use of mentor and classmate comments
Does not build adequately on assignments completed during the modules of the course; these is little evidence that mentor or classmate comments were heeded
Does not build on assignments completed in the course; product digresses or is generally confusing
Application of concepts/Strength of analysis
Applies course concepts extremely effectively, creating a full and informed research proposal; analysis of the problem is sophisticated, accurate, and thorough; discussion is exceptionally skilled
Applies course concepts throughout, creating an effective research proposal; analysis of the problem is insightful and essentially accurate; discussion is skilled
Misapplies course concepts or applies them infrequently; analysis is basic or general; discussion is haphazard or cursory
Fails to apply course concepts; proposal is very poorly executed or completely inadequate; analysis is missing.
Format and Content
Develops proposal as assigned and includes all items in a highly effective manner; develops all items thoroughly
Develops proposal as assigned and includes all items (though some may be developed less effectively than others)
Does not fully develop proposal as assigned; several items are missing or sections include inappropriate information
Proposal is undeveloped or is missing many format items; proposal does not relate to the assignment
Arranges ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning
Arranges ideas adequately to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning for the most part
Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends
Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest
APA format
Documents sources using APA format accurately and consistently
Documents sources using APA format with minor violations
Reflects incomplete knowledge of APA format
Does not use APA format
Writing mechanics
Writing demonstrates a sophisticated clarity, conciseness, and correctness
Writing is accomplished in terms of clarity and conciseness and contains only a few errors
Writing lacks clarity or conciseness and contains numerous errors
Writing is unfocused, rambling, or contains serious errors
In order to post your paper to the site, you will need to create a profile and join the "Master of Music in Music Education" class. The login page is here: http://www.turnitin.com/login_page.asp
Click to create a user profile. In the next window, "Create a New Account" and choose "Student"
If you already have a turnitin.com profile, just log in to your account and look for the button that says, "enroll in a class."
Your class ID number is 6195107.
Enrollment password is TSUMM
How to submit your paper:
Click on the class name
Click on the Submit button to the right of the assignment name (paper)
Select the "single file upload" from the "choose a paper submission method" menu
Enter your name for "submission title"
Click browse to find the file on your computer
Find the file on your computer and click open
Click upload
Click submit to finalize the submission
A few minutes after submitting, you will get an originality report. Don't be alarmed if your report shows a low percentage (still in the green). Common phrases and titles will often show a match, but check those for fair use. If your report shows a higher percentage (in the yellow or red areas), you may need to revise your paper or add more citations.
If you need additional instructions, follow these links - they have a training center and a help center
Course Readings
Abrahams, F. (2005). The application of critical pedagogy to music teaching and learning: A literature review. Update: Applications of Research in Music Education, 23(2), 12-22.
Abril, C. R., & Gault, B. M. (2008). The state of music in secondary schools: The principal's perspective. Journal of Research in Music Education, 56(1), 68-81. doi: 10.1177/0022429408317516
Creech, A., & Hallam, S. (2009). Interaction in instrumental learning: The influence of interpersonal dynamics on parents. International Journal of Music Education, 27(2), 94-106. doi: 10.1177/0255761409102318
de Vries, P. (2011). An 8-year-old's engagement with preferred music: A case study. Research Studies in Music Education. doi: 10.1177/1321103x11424195
Ester, D. P. (2004). Raising the standards music teacher education in a performance-based world. Journal of Music Teacher Education, 14(1), 34-38. doi: 10.1177/10570837040140010107
Fredrickson, W. E., & Hackworth, R. S. (2005). Analysis of first-year music teachers' advice to music education students. Update: Applications of Research in Music Education, 23(2), 4-11.
Hanna, W. (2007). The new Bloom's taxonomy: Implications for music education. Arts Education Policy Review, 108(4), 7-16.
Harris, E. L. (2006). Teaching music theory in the traditional wind band rehearsal: A rationale, survey of materials, and recommendations. (Doctoral dissertation). Retrieved from ProQuest Dissertations and These database. (UMI No. 1379527961)
Jellison, J. A. (2005). It's about time. Arts Education Policy Review, 106(5), 29-36.
Jones, P. M. (2006). Returning music education to the mainstream: Reconnecting with the community. Visions of Research in Music Education, 7(January 2006).
Juchniewicz, J. (2010). The influence of social intelligence on effective music teaching. Journal of Research in Music Education, 58(3), 276-293. doi: 10.1177/0022429410378368
Kindall-Smith, M., McKoy, C. L., & Mills, S. W. (2011). Challenging exclusionary paradigms in the traditional musical canon: Implications for music education practice. International Journal of Music Education, 29(4), 374-386. doi: 10.1177/0255761411421075
Liljeström, S., Juslin, P. N., & Västfjäll, D. (2012). Experimental evidence of the roles of music choice, social context, and listener personality in emotional reactions to music. Psychology of Music. doi: 10.1177/0305735612440615
Miksza, P., Roeder, M., & Biggs, D. (2010). Surveying Colorado band directors' opinions of skills and characteristics important to successful music teaching. Journal of Research in Music Education, 57(4), 364-381. doi: 10.1177/0022429409351655
Miranda, M. L. (2002). The seasons of kindergarten: Developmentally appropriate practice in the kindergarten music classroom. D.M.A., Arizona State University, United States -- Arizona. Retrieved from http://proquest.umi.com/pqdweb?did=765002801&Fmt=7&clientId=98&RQT=309&VName=PQD
Napoles, J. (2006). The relationship between type of teacher talk and student attentiveness. Journal of Music Teacher Education, 16(1), 7-19. doi: 10.1177/10570837060160010103
Orman, E. K. (2002). Comparison of the national standards for music education and elementary music specialists' use of class time. Journal of Research in Music Education, 50(2), 155.
Regelski, T. (2002). On "methodolatry" and music teaching as critical and reflective praxis. Philosophy of Music Education Review, 10(2), 102-123.
Reifinger, J. L. (2012). The acquisition of sight-singing skills in second-grade general music. Journal of Research in Music Education, 60(1), 26-42. doi: 10.1177/0022429411435683
Ruddock, E. (2012). 'Sort of in your blood': Inherent musicality survives cultural judgment. Research Studies in Music Education. doi: 10.1177/1321103x12461747
Wang, C. C., & Sogin, D. W. (1997). Self-reported versus observed classroom activities in elementary general music. Journal of Research in Music Education, 45(3), 444-456.
Westervelt, T. G. (2001). An investigation of harmonic and improvisation readiness among upper elementary-age school children. Ph.D., Temple University, United States -- Pennsylvania. Retrieved from http://proquest.umi.com/pqdweb?did=726078971&Fmt=7&clientId=98&RQT=309&VName=PQD
Williamson, V. J., Jilka, S. R., Fry, J., Finkel, S., Müllensiefen, D., & Stewart, L. (2011). How do "earworms" start? Classifying the everyday circumstances of Involuntary Musical Imagery. Psychology of Music. doi: 10.1177/0305735611418553
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text:
I know Big, looking down on me
If he was still here, he'd tell Flex he proud of me
from Uncle Murda – Do Sumthin Lyrics on Genius
Uncle Murda is saying that his idol, The Notorious B.I.G. if alive, would approve of him and tell Funkmaster Flex such.
To help improve the quality of the lyrics, visit Uncle Murda – Do Sumthin Lyrics and leave a suggestion at the bottom of the page

subset: commoncrawl


text:
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Right at the midst of the city, this 208 metre high skyscraper stands diagonally opposite our location At the reception area of our office building, you can hand over documents for us on a 24/7 basis |


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Recommended Stations
Daily Schedule
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text:
hello all. would someone be able to tell me what kind of battery the 1990's Tamas use? i'd like to pick one up but have no idea what i'm supposed to look for! thank you very much.
Tamagotchi Ancestor batteries - what kind do they use?
Started by
, Dec 11 2013 07:55 PM
Best Answer oddsandendswithlove , 11 December 2013 - 08:00 PM Go to the full post
Posted 11 December 2013 - 08:00 PM ( #2 ) Best Answer
all vintages take 2 LR44 or AG13 both are the same type and size just read for different countries etc


text:
Reader comments are listed below. Comments are currently closed and new comments are no longer being accepted.
The architect of KIPP's expansion is a Houston businessman and "capitalist intellectual" adjunct professor at (White) Rice University, named Leo Linbeck III. Here are some blog posts he gave through the Belmont Club:
"The Taliban Certainly know, That Obama would sure like to go, So give him a push, Off the ol' Hindu Kush. They promise to send him some blow?" (dated March 7, 2009). "Its start was a home mortage bubble, which triggered some terrible trouble, Then along came Barack, and the rest of his flock, who turned the whole nation to rubble." (dated March 9, 2009)
"Your point about needing to repeal the sixteenth amendment is a good one." (october 27, 2008). "Bush fought a two front war: one front in Iraq; the other in the United States. He won the first and lost the second." (January 22, 2009). "In my experience, the education reform movement within a city is a tight club. Everyone knows everyone else, and they work closely together." (october 4, 2008). "But Obama, well he could go places Ayers couldn't go, win over people Ayers couldn't work with, champion issues Ayers couldn't champion. He was a tool." (october 4, 2008)
Right now, we have a situation where the weakest get less.
Think about it, who is going to fancy private schools and ivy league Unversities. The strong or the weak? Who is going to well financed public schools and who is going to the bad financed ones?
People with a stable well off family need less care, smart people need less care.
What happens in countries with good egalitarian schools for everyone like Finnland is that the children of the rich perform a bit better but the children of the poor perform a lot better. Neither do the poor hold back the rich nor do the stupid hold back the smart.
I fully concur with the criticism leveled at you by the last 2 posts, concerned observer, and would add the suggestion that if the top 5 per cent of students all had such an elitist attitude, they would in the long run contribute nothing at all to the general well-being.
New York City has worked hard for quite a few generations to meet the educational needs of its citizens: top, middle and bottom. Success in this endeavor has been and will always be hit-and-miss, but only in such a way can a truly enlightened society ever come about.
concern observer: Understand your elitist ideal, but the world doesn't work that way. Sorry to break it to you. There will always be people who are at the bottom of the rung. There is no escape from it. No matter how much money you spend on the top rungs, there will still be a bottom rung (the bottom of the elite rung), as long as you classify people in this manner.
And just how in the world do you classify people as elites and the non elites? Who gave people the right to do so? People are often classified in these terms, but are rarely classified in terms of compassion and love. Which is greater? I don't know about you, but I think the latter is much more so.
Hey observer, I disagree. The bottom of the barrel drag down the rest of us. On purely practical grounds, it costs way more to lock them up or prevent them from having too many babies, which will then further drag down the rest of us. These sorts of ideas are great. Focusing on the bottom rung pays off way more to society than the top rung, which would rather buy goofy luxury goods while letting their subprime bretheren undermine their wealth... Hey, the barbarians conquered the Romans
Why must people spend all of their resources propping up the weakest members our society? It is the top few percent of students that will make our future world a better place, and yet there is almost no special effort put into them at the pre-college level. Instead we spend billions on the bottom of the barrel, so that we at the top can feel less guilty. What a horrible waste. Can't people accept that a school population with an average IQ of 85 will naturally under perform a school with students that are more intelligent? If a group of 5 footers played basketball against a group of 7 footers who would usually win? Would spectators respond with outrage and insist special coaches be hired to spend extra time with the 5 footers? Do we spend millions on special academies for basketball players from short communities? Sound absurd? I agree...
When we honestly talk about differing intellectual ability why must this obvious truth treated as sacrilege? This article reads as a long sad summary of wasted resources.
You can certainly tell a lot about the British school system from reading between the lines in this journal. I think it's well-written, fair-minded and insightful - not forgetting that it makes no pretensions of being a complete survey.
Those who feel that America in general and NY in particular are not committed to quality education would perhaps have to reconsider their preconceptions if the writer were to delve into the public (i.e. city-run and free) specialized high schools, such as Bronx High School of Science, Stuyvesant, Erasmus and LaGuardia HS of Music and the Arts. The education I received at the latter cannot be surpassed by any school in Europe, regardless of price, and cost my family not one thin dime.
"So fundamentally, the US doesn't value education highly. Instead they value things tangentially related to education: aspiration, drive and entrepreneurship."
You base all your understanding on personal observation. Americans do value education, they just express it differently then British people. The income gap between people with people with a university degree and those without one are the highest in America among all OECD countries. Americans value education, but rather then make people fell good about themselves by telling them how smart they are like the British, Americans tell them to shut up, do the work and pay them more money.
Much of the real wealth (as opposed to housing and finance) created in America over the past fifteen years was in IT and the internet. Prior to the early 1990s, labour productivity in America was about then same as Canada. Now it is much higher, and that is largely do to IT revolution taking off in America first. This was largely the product of American investment (particularly California) in universities and research in the 1950-60s. Most of the founders of these tech firms are engineers or computer programmers (nearly all of them had degrees from good universities).
Let's take the two most well known American businessmen - Bill Gates and Warren Buffett. Although, Bill Gates dropped out of Harvard, both of them were no academic dunces. Secondly, both of their fields of business had something related to what they studied in university. Now lets take Britain's most well know businessmen - Sir. Alan Sugar and Sir. Richard Branson. While they are smart businessmen, I doubt they could ever have been accepted to Columbia or Harvard.
Taking the above comparison as an example, most importantly, in America being well educated and entrepreneurial is not seen as mutually exclusive as in many other countries. In addition to producing a lot of Alan Sugar and Richard Bransons like they do in Britain, America also produces alot of Sergei Brins and Bill Gates.
For those of you who thought the Economist is lacking in "detail" and "analysis", let me remind you this is a correspondent's diary, not an article.
Let's face it, parents play the most pivotal role in how their kids fare at school & mature into adulthood. No matter how sub-standard the level of teaching is at any particular institution, children of caring, nurturing & stable family backgrounds, generally, if not invariably, fare way better than their peers who come from dysfunctional home environments & very often, do just as well as the best, who go to the more reputable schools of merit.
Need less to say, genuine, dedicated, commited & selfless teachers help bring out the best in their pupils, much more so than cold, self-absorbed tutors, who are there just for the money.
So before parents of delinquent children start finger-pointing & mud-slinging the school environment or the paucity of good teachers etc, they need to do some soul-searching & self-analysis, to unravel to themselves, where they went wrong, before accusing all & sundry of imagined/perceived misdemeanors.
Passing the buck is a convenient escape route from guilt, but sadly, also a sure-fire way to ensure their off-spring remain trapped in the viscious web of self-deception & resulting delinquency, from which escape is near impossible.
I read this again and I wanted add something else. I've been a high school teacher for 4 years, now in my 5th year. I've lived all over the world and partcipated in several different school systems as a student(pupil). Most teachers are pretty decent people - they do the best they can. What seems to make the most difference is not the system or the teachers though - it's the principal (or headmaster). Most of them are over 50 and physically unfit. Some are scared to confront parents and communities with the truth about their children, partly as a result of their unfitness (fear of incurring personal injury). Teachers are given all sorts of instructions and hoops to jump through. Their opinions are often ignored. Princpals are teachers who finally get to have their say. They are simply not interested in listening to others' views anymore. The same goes for most of the public(civil) servants in education departments. It's a bunch of people talking, and nobody listening. Decisions are made without good research (too expensive? too difficult?) by people who are only minimally, or nominally, accountable (princpals and education bureaucrats). Setting test results as performance indicators is problematic for many reasons, though perhaps better than nothing. It's like a centrally planned economy - it will never work well. Privatise the whole thing. Get rid of state curriculums, get rid of state exams, get rid of it all. Let the market decide what benchmarks are important, let the market decide what children learn. And let us be reminded that the customer is NOT the child. The customer is the parent. Let 1000 flowers bloom. There are as many paths to adulthood as there are human beings - why should we have monolithic education systems? The only real test of an education is how it improves the long-term outcomes of its students.
Sorry, but I was restricted to 5,000 characters in my last post. Didn't mean to leave you hanging, for those of you needing a REASON for the group award in 1990. Also, many of you lambasted the writer of this article for the lack of statistics, how-to's (by the way, this is the point of why I'm bothering to post a response) etc., etc., etc.
So as i was saying...Equipped with our new look outlook on authority, a Florida 9-12 subject area of objectives, the 6 of us teachers and 3 administrators personally enrolled 120 student candidates into our little school and tackled the task of reinventing the proverbial wheel. This meant selecting textbooks (yes, I admit that jumping off of tables only works to demonstrate the word "to jump"), selecting which courses we wished to offer our students in our designated subject area (mine now being 9-12 English, Creative Writing, a college-level Humanities course and PE...don't laugh! I used to be quite the tomboy!). Our facility was very small (4 very long portables, divided into 2 classrooms each, an admin center and, of course, a daycare center (don't forget the pregnant teens!), but it was situated in the woods by a great stream. The Principal had a very solid vision for all of this, and the resulting numbers from our first year in operation was that 13 students (out of about 17 seniors admitted into the program) in the school graduated from high school. It was the parents of the student body that petitioned the school district to nominate us for this coveted, public service pat on the back.
We were challenged ALL along the way during that first year. How could we not have been? We watched babies been born, kids returning to juvy, addictions, abuse and even had to confront issues like the KKK recruiting our students outside of the classroom. Heck, I was a naive city slicker from Miami! I was flabberghasted to learn that they even EXISTED in 1990 in a small Florida town. But I'll be darned: there they were. Our daily "group therapy" (yes, this was what other schools call Homeroom, but we used it as a platform for controlled discussions about our community and fitting in) for that week was a surprisingly open discussion about racism (this was a conservative, predominantly white community, and our enrollment was a reflection of this demographic; only 3 of our graduating seniors were "of color," and all females. For those of you who might be curious, no male student candidates of color applied in our 1st year of operation, and I have no idea why not.). If you've bothered to read this additional posting of mine, you might be wondering how I was "qualified" - at 27 now, with very limited teaching experience - to tackle such a feat. (My, my, we've now come a long way from when I was just trying to tackle my professional presentation fears!)
Everyone held us under a microscope: the county (community standards), the state (educational standards), the Principal (educational vision), the parents and, most importantly, the kids who had authority issues. For the students, we upheld a zero tolerance to any infraction against our conduct policies (yup, we had to create those, as well). First of all, we had a waiting list of student-candidates who were not willing to go back to school in a mainstream setting. Secondly, there was the need to create a very safe environment because over half of the students were pregnant teens or very young mothers. We were simply a committed group of people (students and educators) who successfully learned to work together in the spirit of public education. (Incidentally, the school stayed open for about 10 years. As I had moved away in 1993, I can't provide you with any other details).
After 3 years (not the intended "few"), I not only could speak in front of large crowds with purpose (albeit with a few digressions here and there), but the type-A approach to my temporary career as a teacher helped to change the course of a few lives. No 30% bonus or stock options can make you feel THAT good for THIS long (I stopped teaching full-time in 1991 to go back to the creative field and business ownership). I will never go down in history as one of the greatest teachers of all times, but I am still recognized by people who used to sit in my ESOL classes in the 80's. And they are so proud to explain how they went on to earn a college degree (in perfect English, I might add). That was never the point. Some people - be it by their privilege or their determination - will always succeed. Quality public education needs to be at the core of this new, global Change that we all seems to be clamoring about, whether it's KIPP, or someone like the Principal of that alternative school in 1990.
If our educators today are saddled with the burden of teaching test strategies, rather than turning our youth on to education, keep in mind that they're just doing their best, for very low pay and caught in a web of very red tape.
Finally, a school model where teachers are treated as professionals and not as educational servants. I was wondering though, if you make that much could you hire your own secretary to help you?
As a young professional woman in the late 80's, I did one of the darnedest things: I turned my back on 3 years of industry dues-paying and announced that I was going to become a teacher for a few years. My closest friend looked at me in mock-horror and exclaimed, "but you're salary is about to go up $10K (33% in 1988) and, might I remind you that you HATED school." Well, no, I said...I had a few exceptional teachers...and, well...truth be told, I was a painfully extroverted shy person deep down inside who didn't feel as though she had the great presentation skills required for that step up. An old high school teacher had informed me of an opening at his high school for a Yearbook teacher, and I thought that would be a great place for my design background at 24. I resigned from said career and started the application process (not for the weak at heart, in terms of paperwork, and it requires earning a teaching certification if you didn't major in Education during your undergrad, but you have 2 years to obtain that once the process has started). In spite of my "connections," I didn't get the Yearbook position...but the seed was planted.
After 4 months of volunteering and sending resumes out, I did finally land a job teaching English as a Second Language at an inner-city high school a few weeks after the school year had begun, due to a large influx of Central American students entering Miami during that time. I opted for the ESOL Department because my boss was so incredibly dynamic and was excited about my creative background (oh, and did I mention that there wouldn't be any textbooks?). So in addition to diving into my brave new world of managing 200 adolescents a day and changing classrooms each period (while attending 2 years of night school to complete requirements for my certification in the State of Florida), I was also invited to attend every workshop/think tank on linguistics, culture and "behavior modification" being offered around town. Heck, I was 24, a formerly marginal student at best, and I was determined to put something back into the system on the road to enlightenment.
My friends held fast to their opinion that I was pretty kooky for stepping out of the corporate stream to A) jump off tables (remember: no books, so demonstration was key), B) take a gun off of a couple students in my first 2 months on the job (I don't recommend this), and C) tell my Teacher Advisor that, yes, I did plan to fail his non-English-speaking-not-trying-in-class star basketball player (rendering him ineligible to play-egads!). But the day I took the gun off the 2 idiots walking down the hall (not my students), one of the girls in my last class of the day approached my desk. In her broken English, she explained that no one really understood me (I didn't speak Spanish or translate as a teaching method), but everyone thought I was really funny. That's the day the mutual trust began, and all of us started down the road to a better tomorrow TOGETHER.
After a lovely 2-year stint at this high school, I earned my Certificate and transfered to a new Florida teaching district (as a consequence of marriage). I interviewed with the Superintendent of Schools (it was a small county) who decided that I would be the right teaching candidate to join a small band of teachers creating a new alternative high school that would address the growing number of pregnant teens and juvenile delinquents in this sleepy little town (yes, interesting pairing of student candidates that were not a consequence of one another). One of my FIU professors congratulated me on my new job, explaining that this would be a 1-in-a-million-type of opportunities. Naturally, having only been in the field for a few years, I had no idea what she meant. Remember that I had originally gotten into this whole thing because of my perceived presentation skills deficit (definitely cured), and now I was facing the inane lower salary of moving into a smaller school district.
Have you ever been stuck on a private island with no means of exiting (like a bridge)? Well, that was how our AMAZING Principal introduced us (6 teachers and 3 administrator which comprised the staff in its entirety) to the two NYC psychiatrists (regretfully, I don't recall their names) who would facilitate stripping us of our preconceived notions on authority. In 2 days, this hand-picked group would role play, eat, sleep, confess, challenge, support, cry and work out any normal (or not) way of dealing with control issues. First and foremost, kids who act like adults are STILL KIDS. And adolescents notorious have issues with authority. Have you ever told someone who went to juvy for armed robbery to get back into his seat?
Cutting to the chase, we were all nominated for Teacher of the Year, in 1990, but the school no longer exists today. In 2009, public school teachers teach test taking strategies to get their allocation of funding and salaries stink. Help!
Sounds good - reward for hard work, no unions and best of all, something useful - physical education, rather than religion.
And if they succeed all the better - considering the entrenched interests stacked against them.
Nothing like a challenge to sharpen a young mind - the antithesis of State education in the UK - abolish the grammar schools, and drag everyone down to the lowest common denominator - in the name of "inclusion".
I would probably would have grown up a dyed in the wool Marxist, hating everyone more successful than myself if my father hadn't had the opportunity to go to grammar school.
Give these kids a chance to get ahead.
No doubt I should be glad that some of America's elite have condescended to "make a difference" among the benighted through leveraging their gifts (intelligence, money, influence, connections, etc.) at the expense of the taxpayer. These people surely realize that these gifts mean they most likely will always have a future. I do wish, however, to point out that a little humility is appropriate when you consider that there are many educators in very small private schools who (without the benefits of extraordinary intelligence and credentials, and with practically no money, influence or connections) manage to beat the socks off public schools when it comes to turning out high-achieving students. This they do while paying their share of public school expenses, and not with pocket change either. When I see how often they paint themselves and their families in a financial corner (below poverty pay, no health insurance, no retirement) I don't know whether to be more angry at them or at our government school system.
My nephew works with KIPP, and I have been very impressed at how a caring, open minded system can work. The Economist article is great, and really makes you want to be part of something this special. There is good news everywhere, you just have to look for it. Ciao
"...In the afternoon Joanna Belcher, principal of SHINE, the KIPP elementary school that will open this autumn, takes me to meet one of her future pupils..."
For clarification, SPARK is the KIPP elementary school opening this autumn. SHINE is located in Houston, Texas and was the first early education and elementary charter school opened by the Knowledge Is Power Program.
Interesting article. Shame there are no details on how this teachers achieve results compare with the 'old school' teachers... How do they do it? What is the methodology used? As one user here said... sharpen up guys!
One thing that struck me living in the US for a couple years, and I had an American who lived in the UK for a few years essentially say the same thing to me, is that education in the US (beyond the rhetoric) isn't highly valued. Certainly as compared to the UK. Now I in my 40s and her in her 30s were talking about our own high school experiences of education, in the 70s and 80s respectively. Somethings have no doubt changed since then, but more I suspect that education has become less important in both countries.
Instead what is highly valued in the US, relative to the UK is entrepreneurship and there is a realistic appreciation that formal education is of limited importance in this. The American I spoke to told me she was impressed by the academic smarts of the Brits, but there aspirations didn't match. Similarly working in the US, I found academic smarts were often absent, but what they lacked in schooling they more than made up for in aspirations, drive and entrepreneurship.
So fundamentally, the US doesn't value education highly. Instead they value things tangentially related to education: aspiration, drive and entrepreneurship. In this, I think the US has realized a societal truth: progress of societies depend on what happens after formal education. Unfortunately it can't be acknowledged by governments, so we keep having arguments about something that most most recognize as relatively unimportant (basic education). As curriculum theory recognizes, it is creation and innovation that is truly important in the modern world, compared to learning the basics. The Economist would do better to focus on how we can foster creation and innovation in our present world.
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Assemblywoman Carmen E. Arroyo |
Honoring Veterans |
Supporting troops and their families |
Protecting soldiers at home
To protect the financial well-being and the families of New York's military while they serve, the Assembly passed the Patriot Plan. The plan:
For more information about these and other benefits, visit the Division of Military and Naval Affairs Web site, www.dmna.state.ny.us/members/patriot.html or call the DMNA Legal Affairs Office at 518.786.4541. Ensuring our troops return to good-paying jobsDuring this time of economic uncertainty, we must help our military personnel find meaningful work upon their return. The Patriot Plan:
In the tragic event of a war casualty, the Patriot Plan provides up to $6,000 for funeral costs (1-888-VETSNYS). The plan also provides four years of free tuition, room and board to any SUNY or CUNY undergraduate school or an equal amount to attend any other college or university in New York for the children, spouses and dependents of New Yorkers killed or severely disabled in the line of duty after August 2, 1990. (NYS Higher Education Services Corporation www.hesc.org, search site for "scholarships" or call DMNA Government and Community Affairs 518.786.4580). |
To recognize the sacrifices veterans have made for our country, Assemblywoman Arroyo is working to pass legislation: Providing recourse for Agent Orange injuries
***Click here for printable view.*** Important phone numbers and Web sites
Division of Military and Naval Affairs
Legal Affairs Office
Government and Community Affairs
NYS Division of Veterans' Affairs |
Assemblywoman Arroyo 384 East 149th Street, Suite 608 Bronx, New York 10455 (718) 292-2901 firstname.lastname@example.com |
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[Name] is a student at Teiko middle school. She was well known for her luscious [h/c] [h/t] hair and sparkling [e/c] eyes, which made her one of the most beautiful girls in the school. There was one thing no one except for her closest friends knew. The one thing that you kept under lock and key was your love for the sport of basketball. During your first year you had watched the basketball team practice every chance you got. The team eventually took notice of your watchful gaze and began to speak to you. By second year you were holding conversations with the so called 'Generation of Miracles' and could even be called their friend. Now, you were in your third and final year, you had opened up so much around them, the eight of you were the best of friends [I'm including Momoi] .
You let out a heavy sigh as you stared out the window, not paying attention to the lesson the teacher was giving. 'Why is he even giving us this lecture…? It's not like we haven't heard all of this before.' You thought, bored.
"Ms. [Last Name], would you kindly give me your attention?" You looked up to see the teacher's eyes blazing with anger.
"Yes sir." You mumbled.
The bell rang and you jumped up from your seat. Several teachers yelled at you for running down the hallway but you ignored them. You were almost late for the meeting Akashi had called between you and the rest of the team. You ran across the school grounds hoping they'd wait for you. You had big news that you needed to tell them. You swung open the door as eight pairs of eyes found their way toward you.
"I'm going to America!" You yelled.
An uncomfortable silence filled the room.


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Top Stories
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Even if you're not a gardener yourself, you can check out other people's flowers and vegetables by just surfing the tags at MyFolia. Do you keep a gardening journal? How do you do it? Tell us about your Getting Gardening Done system in the comments. MyFolia [via Unclutterer]
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Where You Find the Time to Spend Online
Where do people find the time to do things like edit the Wikipedia? They watch less television, says author Clay Shirky in a fantastic, brief talk at the recent Web 2.0 conference. Shirky makes a compelling case that people are just learning how to deal with the "cognitive surplus" of free time modern life affords us. We're waking up from the "collective bender" of mindlessly watching sitcoms and instead, we're choosing instead to spend our free time volunteering, interacting, and Web 2.0'ing online. Hit the play button to watch Shirky make his case for the full effect, or hit the link below to read the text transcript of his talk. Next time your TV-watching friends make fun of you for opting to blog instead, point 'em to this talk. Gin, Television, and Social Surplus [Here Comes Everybody]
Does "Web 2.0" Benefit Only the Tech Elite?
Technologist Alexander van Elsas says that the problems a lot of new services and web applications solve are specific to a certain kind of super-techie user. He writes: How many people do you know outside your tech community that want to have 25 desktop applications live, running Firefox alongside with 10 tabs open, twittering 100 times a day, reading and commenting articles on FriendFeed, writing a blog post about it, starting riots to get traffic going, AND still have a normal day job and a life after that? I don't know anyone that fancies that kind of life.
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Forums → Support Forum
Thread Locked
Posted Jan 10, '08 at 8:13pm
11 posts
Other IM because there are other IMs then just the core 3 and gamer related stuff Such as Gtalk/jabber or myspace IM (even though I dont personally use myspace) so having an other IM option just pretty much covers your own butt for the lesser known stuff
now for forums ADD AN EDIT BUTTON a search forums option would be nice so you would have something to point multiple variations of the same question to.
Posted Jan 10, '08 at 8:52pm
264 posts
LOL, keep in mind that the site is still in the early stages of development. Many new features that we all want will eventually come, but they take time (and sometimes money) to create. You're going to have to be patient.
As far as your ideas, I'm pretty sure that the staff is already aware of several instant messaging systems that they're going to add in the future, but it's not that big of an update so it will most likely be on the back burner for some time. As far as an edit button, the forum is built from scratch and is missing a LOT of features, but they will all eventually be released.
Posted Jan 10, '08 at 8:54pm
44 posts
i dont know...there are not manny flash game sites that have instant msging outside of forums.
Posted Jan 10, '08 at 9:23pm
1,045 posts
What if an embed code was given so people can put it on their site? Yeah, that would just be giving away traffic. But... It could link to a special URL that displays an add shortly before the game starts or it could be placed somewhere outside it. That means your providing myspacers or bloggers or whoever embeds things free games for their site, blog, etc. while making fun *cough*money*cough*!
Posted Jan 10, '08 at 9:25pm
Sorry, I didn't realize my post had just about nothing to do with this topic.
Posted Feb 11, '08 at 10:13pm
2,330 posts
geh, people need to stop making these topics-.-, there's a lot of them but it doesn't really matter anyway,one, they already have a Search Forum thing, and two, the Edit button has been mentioned many times, I think they get the message XDas for my own suggestions, forum 'ranks' would be a nice thing, but only after everything else has been one, and my MOD thing would be nice, that way you can tell the Mods form the corn on the cobs(US!!!) also the online/offline things, that's all I have for now-_-
Posted Feb 11, '08 at 10:42pm
21,761 posts
Just be patient!!! (Which apparently I'm not so I'm dying for it like the rest of you)
Posted Feb 12, '08 at 11:45am
254 posts
its dieing not dying lol.
Posted Feb 12, '08 at 3:18pm
5,331 posts
Atomic, yes those suggestions have been mentions and are being reviewed. As for an instant messaging system - it isn't necessary. We will soon have personal messaging which will be enough.Keep up the idea, though!And Royandgrand, it isn't dieing, it's dying.
Posted Feb 12, '08 at 5:12pm
1 post
how do u play games on this website


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View Poll Results: Commentators: Eligable to all outside angles or just to those who drafted them? | |||
Eligable to all (once not used in angles if drafted by others) | 9 | 39.13% | |
Only available to those who spent a pick drafting them | 14 | 60.87% | |
Voters: 23. You may not vote on this poll |
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19-11-2011, 21:16 | #1 |
All for One, All for CLE!
The 2012 PW Draft *Discussion thread - voting info post 2048*
Hey everyone The PW Draft is now in it's 5th year and is 1 of the staples of this forum. Seeing as how MNG is unfortunately not running the draft for this year, I just want to let ye know that myself and BH are gonna be running it Nothing is changing with it so it's still 20 people, 15 rounds and 15 picks (with the various stipulations thrown in). So with that, the countdown to the PW draft can now officially begin I'll be starting up the picks thread in the New Year so, until then, get thinking SIgn up thread: http://www.boards.ie/vbulletin/showt...8#post76190598 Last edited by Bounty Hunter; 27-12-2011 at 16:24. |
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19-11-2011, 21:45 | #3 |
All for One, All for CLE!
19-11-2011, 22:18 | #4 |
Join Date: Aug 2006
Location: Under a desk in the AH Office
Posts: 18,336
Mod: Soccer Manager, Soccer
I really want to get Punk, Ace Steel and The Usos again this year so I can keep going with that stable
19-11-2011, 23:52 | #5 |
Cant wait for this . However im gonna back up my write ups so i dont lose it like last year
20-11-2011, 05:02 | #7 |
Yep last year marked the end of MNG in charge and I said i'd take over once nobody minded me also competing as I have in every draft, then Gimmick also bowed out so D2D joined up, which is especially helpful given my time difference. Despite stepping down Obviously we hope that if they have the time Gimmick or MNG compete, would almost be odd for my BWA promotion to have no Monday Night Grappling to go up against at this stage.
No need to submit if your in or not at this stage but this thread will be used to say when that will happen so that the regulars should know in advance and get a good chacne of having a spot in the draft. As D2D suggested this will probably become the discussion thread when everything gets going as ill change the name & also sticky the other thread when it gets started. I Already have some ideas in mind for stipulation rounds and will talk to D2D about that before we begin but I guess for now this can also be a general shop for discussion on rules and eligable picks etc i.e were there any gray areas last year we need to iron out before we start this time? only big disagreement i remember atm was the eligablity of Heenan & Bockwinkel as a team for example. Think this year ill give you a different BWA, last few years ive had similar rosters and although I was always in the top 5 dont think I was ever that close to winning it. |
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20-11-2011, 10:00 | #9 | |
here are some of the previous incarnations of the draft
Simply its a typical sports fantasy draft where you get to pick a wrestler or tag team (must fall within certain ground rules like no world champions in the tag team) every round and build a roster. Then at the end produce a PPV card to showcase your roster before we vote on a winner. To further elaborate here are the rules from last year although in some rounds we have special stipulations about who can and cant be picked which may void the rules i.e a round where debut date of wrestler is irrelevant. Looks like a lot of rules but it isnt really Quote:
draft usually starts at the start of January so this is a very early heads up as when its first come first served with the first 20 posters competing. We can always use some backups too and others commenting on picks etc is welcome once you dont mention undrafted superstars Last edited by Bounty Hunter; 20-11-2011 at 10:09. |
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20-11-2011, 10:24 | #10 |
Join Date: Aug 2006
Location: Under a desk in the AH Office
Posts: 18,336
Mod: Soccer Manager, Soccer
Should the number of tag teams be cut from 5 to 3? Its just a minor annoyance, and I'll admit I engaged in this too, but it struck me last year that some people picked one person and then added "Oh, and according to wiki, this guy teamed with ____ so I'll choose them as well." That seemed especially prevelant when people chose Japanese wrestlers....
Again, I'll hold my hands up and say I did that too. It's the only thing I think irks me though and its only a minor thing. |
20-11-2011, 10:35 | #11 | |
20-11-2011, 13:41 | #12 | |
Closed Account
I'd be more than happy to help if there were Japanese picks that looked a little dodgy to people. |
20-11-2011, 14:39 | #13 |
Join Date: Aug 2006
Location: Under a desk in the AH Office
Posts: 18,336
Mod: Soccer Manager, Soccer
No, thats all grand. As I said, it was only a minor thing and only a personal opinion. I'm more than happy to avail of the rules (even if I won't get Beer Money this year ).
The 5 to 3 thing was more to try and force people to think about making a choice; getting a tag division or feud, or chosing two individual wrestlers as a team to boost their roster. It was more a thought to try and add a bit more pressure/importance to making the pick. But again, it's only a personal opinion and ultimatly I'm not going to fight for the change. I will say I adored the ruling last year which made it you couldn't choose wrestlers from before a certain year in round one; really made sure we had great choices for round two (never would have had Punk vs Flair otherwise ) |
20-11-2011, 14:44 | #14 |
I think if you pick a team, they must be used as a team though. The Scott Hall Mr Perfect pick has pissed me off whenever it has been used.


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NIST Authors in Bold
Author(s): | Rajmohan Madhavan; Elena R. Messina; |
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Pages: | 346 pp. |
Keywords: | performance measures, performance evaluation, intelligent systems, benchmarking, technology readiness |
Research Areas: | Simulation, Robotics, Systems Integration, Technology Deployment |
PDF version: | Click here to retrieve PDF version of paper (30MB) |


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